Title: Gulf Coast Oil Spill

Grade Level: Second

Subject: Energy and Environment

Course: Service Learning

Duration: Semester

Authors: Kristen Fedorovich, Katie Leonard, Michelle Wright

Stage 1

Big idea and desired outcome

Environmental Awareness requires an understanding of how humans interact with their environment

Human’s reliance on oil results in considerable impact on the natural environment

It is important to understand the impact of the Gulf Coast Oil Spill on wildlife

Essential Questions (1-2, complex, provocative, ambiguous)

1. What is the value of oil in our life? 2. What is currently happening in the Gulf Coast? 3. How will the Gulf Coast oil spill affect us now and in the future? 4. How can I use my map skills to compare the size of the oil spill with the state of North Carolina? 5. What effects has this oil spill had on your life and community? 6. How can I help in the Gulf Coast oil spill cleanup? 7. How can our efforts help the gulf coast marine life? 8. How can I summarize what I have learned about the Gulf Oil Spill? 9. How can I graph the changes in marine life? 10. How can I use place value to compare marine life? 11. How can I create and solve problems using marine life data? 12. How does a bird change and grow through different cycles of its life? 13. How will my ability to add and subtract coins help me assist marine life in the gulf? 14. How can I create a pictograph with given data?

Knowledge and Skills

Use thinking maps to provide a common visual language in a formatted structure for student note taking.

Comprehend the current oil spill event and its

relevance to the students' own lives.

Be able to effectively use a variety of maps to locate events or locations in the world.

Use graphs to understand scales, changes over time and relationships between discreet subjects.

Collect data and be able to analyze it.

NCSCOS Goals/Objectives

Reading Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. Objective 2.01b: Read and comprehend text appropriate for grade two by making predictions Non-Fiction Objective 2.06: Recall main idea, facts and details from a text. Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. Objective 3.01: Use personal experience and knowledge to interpret written and oral messages. Making connections: Text to self and Text to world. Social Studies Goal 1: The learner will identify and exhibit qualities of responsible citizenship in the classroom, school, and other social environments. Objective 1.04: Identify responsible courses of action in given situations and assess the consequences of irresponsible behavior. Goal 2: The learner will evaluate relationships between people and their governments. Objective 2.05: Identify examples of responsible citizen participation in society and social environments. Goal 5: The learner will understand the relationship between people and geography in various communities. Objective 5.01: Define geography and use geographic terms to describe landforms, bodies of water, weather and climate. Math Goal 1: The learner will read, write, model and compute with whole numbers through 999. Objective 1.01: Develop number sense for whole numbers through 999 a. Connect model, number word, and number using a variety of representations

b. Read and write numerals c. Compare and order d. Rename e. Estimate f. Use a variety of models to build understanding of place value (ones, tens, hundreds). Objective 1.03: Create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves, thirds, fourths (record in fraction form). Objective 1.04: Develop fluency with multi-digit addition and subtraction through 999 using multiple strategies a. Strategies for adding and subtracting numbers b. Estimation of sums and differences in appropriate situations c. Relationships between operations Goal 4: The learner will understand and use data and simple probability concepts. Objective 4.01: Collect, organize, describe and display data using Venn diagrams(three sets) and pictographs where symbols represent multiple units (2’s, 5’s,10’s). Writing Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. Objective 2.02: Use text for a variety of functions, including literary, informational, and practical. Objective 2.06: Recall main idea, facts, and details from a text. Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. Objective 3.02: Connect and compare information within and across selections to experience and knowledge. Objective 3.03: Explain and describe new concepts and information in own words. Science Goal 1: The learner will conduct investigations and build an understanding of animal life cycles. Objective 1.01: Describe the life cycle of animals including: Birth, Developing into an adult, Reproducing, and Aging and Death.

Assessments: Formative and Summative Student Products and Performances

Anecdotal notes, Thinking mappings, Time capsule reflection, Reflection notebooks, Understanding demonstrated by student discussion, Completed projects (graphs, paper birds, etc…)

Rubrics

Under construction

Stage 3 Academic Instructional Procedures and Activities

Pre-service Academic Learning Activities Investigation Planning and Preparation

Investigation Students will explore and investigate the effects of disaster, such as the Gulf Coast Oil Spill, on marine life and the interconnectedness of the Gulf Coast and our own state. Through classroom discussion, creating related activities and working in small groups, students will investigate how their efforts and ideas can help save various marine lives from the Gulf Coast Oil Spill while also educating peers and the community. Preparation Students will gain knowledge through children’s literature on oil spills, through reading relevant materials, and viewing live video footage and PowerPoint presentations. (Literature is noted in lesson plans.) Students will visit and read information on various pre-selected web sites. After this knowledge is mastered, students will complete activities that will further enhance their understanding of what is necessary to aid in the clean-up of the Gulf Coast Oil spill.

Service Activities

Based on previous research, students will determine if raising money for the Gulf Coast Oil Spill meets a genuine need.. If it does, one possible way to raise money would be by selling paper marine animal cut outs, specific to each grade level. These paper decorations could be sold for $.25 each and could be placed throughout the hallways for display. The money raised would be used to purchase items for the students to make kits for bird survival. These kits will be sent to Suncoast Seabird Sanctuary in Indian Shores, Florida. 1st Grade_-_dolphin.doc 2nd Grade-_pelicans.doc 3rd Grade_-_seal.doc 4th Grade_-_sea_turtle[1].docx 5th Grade_-_octopus.doc Kindergarten_-_Fish.doc Students could invite communitymembers to learn about the affects of pollution on marine life during the Gulf Coast Oil Spill. Through this student-led presentation, community members could hear a song, view a PowerPoint, see live footage of the Gulf Coast Oil Spill, explain their bird craft activity and the importance of it, and have one last chance to raise money for this cause by selling animal cut outs to the members of our community. Students could create a "Giving Tree or Giving Ocean" with paper birds and specific items from the Suncoast Seabird Sanctuary's Wish List (i.e. laundry detergent, garden hoses, deck brushes, etc.) for community members to choose, purchase and return to the school for shipment to the Sanctuary. Students could research the benefits of adopting a marine life such as dolphins, beluga whales, sea turtles etc. and how their action can help save a marine life. Students could adopt a bird through the Suncoast Seabird Sanctuary and/or visit this website for further information: Wildlife Adoption and Gift Center: Adoptions By Price

Closing/Demonstration Teacher will display photographs and artifacts of

Activities student work and their completed service learning experiences. Students could create a package to send to the Suncoast Seabird Sanctuary. It could contain the funds or supplies raised, letters that describe the various stages of their service-learning process, and thank you notes to the many volunteers working at the sanctuary.

Reflection Activities (share, process, generalize, analyze, evaluate)

Students will each have a reflection notebook. They will record their reflections daily and the teacher will review it weekly. Students will bury and then recover a time capsule with personal reflections and compare/contrast the reflections and predictions to the beginning of the school year. Each month a large group students will analyze and discuss the service learning process that has occurred in our school/classroom and write about it in their reflective notebooks.

Materials Needed Resources Available

Video

Power point

Computer

Paper

Pencil

Chart paper

Markers, crayons, colored pencils

United Streaming / Discovery Education

Paint

Paper Plates

Feathers

Glue

Fasteners

Scissors Suncoast Seabird Sanctuary www.seabirdsanctuary.com Wildlife Adoption and Gift Center www.wildlifeadoption.org

Gulf Coast Oil Spill – Lesson #1

Grade: 2

Subject: Energy and Environment

Goals and

Objectives Reading Goal 2: The learner will develop and apply strategies and skills to comprehend test that is read, heard, and viewed. *Objective 2.01b: Read and comprehend text

appropriate for grade two by making predictions

Non-Fiction

*Objective 2.06: Recall main idea, facts and details from

a text.

Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. *Objective 3.01: Use personal experience and

knowledge to interpret written and oral messages.

Making connections:

Text to self

Text to world

Social Studies Goal 1: The learner will identify and exhibit qualities of responsible citizenship in the classroom, school, and other social environments. *Objective 1.04: Identify responsible courses of action

in given situations and assess the consequences of

irresponsible behavior.

EQ EQ: What is currently happening in the Gulf Coast and

how does that relate to my own life?

Vocabulary oil, Gulf Coast, shore, offshore, spill, natural resource,

non-renewable, produced, environment, petroleum,

pressure, marine

Steps 1. Draw a K-W-L Chart on the board. Then have

students to make their own K-W-L Charts in their

Reflection Notebooks. Ask students what they

“Know” about what is happening in the Gulf Coast,

and write their ideas on the board. Have students

to record these ideas under the “K” on their K-W-L

Charts. Then, instruct students to write what they

“Want to Know” about what is happening in the Gulf

Coast, under the “W” on their K-W-L Charts. Have

students to Think-Pair-Share their questions.

2. Explain to students that they will be watching a

PowerPoint presentation and a video of what is

happening in the gulf with the oil spill.

3. Students will view the PowerPoint presentation,

slides 1-10:

The Gulf Coast Oil Spill power point.pptx

After viewing the PowerPoint presentation, have students

to discuss key points that they learned. Ask students to

discuss the following questions:

a. What liquids were shown in the PowerPoint?

b. What everyday items contain oil?

c. How does oil affect your daily life?

Assessment As a class, discuss what was shown in the first half of the

power point presentation / video. (Assessment of this

lesson will be completed during Lesson #2.)

Gulf Coast Oil Spill – Lesson #2

Grade: 2

Subject: Energy and Environment

Goals and

Objectives Reading Goal 2: The learner will develop and apply strategies and skills to comprehend test that is read, heard, and viewed. *Objective 2.01b: Read and comprehend text

appropriate for grade two by making predictions

Non-Fiction

*Objective 2.06: Recall main idea, facts and details from

a text.

Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. *Objective 3.01: Use personal experience and

knowledge to interpret written and oral messages.

Making connections:

Text to self

Text to world

Social Studies Goal 1: The learner will identify and exhibit qualities of responsible citizenship in the classroom, school, and other social environments. *Objective 1.04: Identify responsible courses of action

in given situations and assess the consequences of

irresponsible behavior.

Writing Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. *Objective 2.02: Use text for a variety of functions,

including literary, informational, and practical.

*Objective 2.06: Recall main idea, facts, and details

from a text.

Goal 3: The learner will make connections through the use of oral language, written language, and media and

technology. *Objective 3.02: Connect and compare information

within and across selections to experience and knowledge.

*Objective 3.03: The learner will make connections

through the use of oral language, written language, and

media and technology.

EQ EQ: What is currently happening in the Gulf Coast?

Vocabulary oil, Gulf Coast, shore, offshore, spill, natural resource,

non-renewable, formed, environment, petroleum, pressure,

marine

Steps 1. Before start the lesson the teacher will have the

children in cooperative learning groups. The teacher

will go around and spill a liquid on each desk without

saying anything. (milk, juice, soda, water, and

cooking oil)

2. Students will have to discuss various ways to clean

up the spill. Then, actually clean it up. We will then

have a short discussion on the after effects (oil

leaves residue, others clean up easily) and how they

think the oil can be taken out of the ocean.

3. The class will discuss some of the things that they

remember from the first half of Lesson #1’s

PowerPoint.

4. Next, students will watch the second half of the

PowerPoint. (Slides 11 – 16) The Gulf Coast Oil Spill

power point.pptx

5. Then, each student will go back to his/her K-W-L

Chart from Lesson #1.

6. Students will individually fill out the “L” column of

the chart.

Assessment

7. Next, students will independently write reflections

on what they have learned about the Gulf Coast Oil

Spill, how the PowerPoint (including the video) made

them feel, and what they think will happen in the

future. (Please see the sheet entitled “My Time

Capsule Reflection of the Oil Spill”.)

8. Then, students will gather back together as a class

and share both their “L” columns and their “Time

Capsule Reflections.”

9. Finally, students will place their “Time Capsule

Reflections” into a class time capsule.

10. Students will decide where the time capsule will be

buried, and will take turns digging a hole in which to

bury it. (Make sure you have permission from

administration and have talked about concepts of

buried power lines and how to check on a digging

site, before your class begins digging - .)

11. At the end of the school year, the students will be

able to unearth the time capsule.

12. They will see whether or not their predictions were

correct, and compare and contrast what was

happening when they originally buried the time

capsule to what is happening then

Gulf Coast Oil Spill – Lesson #3

Grade: 2

Subject: Energy and Environment

Goals and

Objectives Reading Goal 2: The learner will develop and apply strategies and skills to comprehend test that is read, heard, and viewed. *Objective 2.01b: Read and comprehend text appropriate for grade

two by making predictions.

Goal 2: The learner will make connections through the use of oral language, written language, and media and technology. *Objective 3.01: Use personal experience and knowledge to interpret

written and oral messages.

Making connections:

Text to self

Text to world

Science Goal 1: The learner will conduct investigations and build an understanding of animal life cycles. Objective 1.01: Describe the life cycle of animals including:

Birth. Developing into an adult. Reproducing. Aging and death.

Writing Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. *Objective 2.02: Use text for a variety of functions, including

literary, informational, and practical.

*Objective 2.06: Recall main idea, facts, and details from a text.

Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. *Objective 3.02: Connect and compare information within and across

selections to experience and knowledge.

EQ How does a bird change and grow through different

cycles of its life?

Vocabulary life cycles, birth, developing, adult, reproducing, aging, death

Steps 1. The teacher will explain the life cycle of a bird to the students.

2. Next, each student will use two paper plates, a pair of scissors,

one brad, and crayons or colored pencils, and one piece of paper

with 4 black and white pictures of bird life to create a model of

the life cycle of a bird. These pictures can be found on the

following website:

http://www.exploringnature.org/db/detail.php?dbID=32&detID=1

210

(Note: the teacher will need to pick four pictures out of the

eight that are shown.)

3. The teacher will model the steps first, and then have the

students to complete the steps after him/her.

Directions for Creating Paper Plate Model of a Bird’s Life Cycle

a. First, fold both paper plates into quarters. (Note: here is

an opportunity for the teacher to teach fractions.)

b. Lay one paper plate to the side. Take the other paper plate

and cut one quarter of it out, on the folded lines.

c. Next, put the cut paper plate to the side, and focus on the

complete paper plate.

d. Take the piece of paper with the 4 black and white pictures

of bird life, and neatly color each picture.

e. Then, cut each of the 4 pictures out.

f. Now, place the pictures on the complete paper plate (one

picture for each quarter), in the correct order in which a

bird’s life cycle occurs. Glue the pictures down in a

clockwise direction.

g. Next, lay the cut paper plate over the full paper plate.

h. Place a brad in the middle of the two paper plates, so that

the plates can rotate freely in opposite directions of each

other.

i. Now, turn the top paper plate around to view each

individual step of a bird’s life cycle.

4. Students will Think-Pair-Share their models.

5. Then, the teacher will show before and after pictures of a bird

(i.e. one picture of the bird without oil on it, and one picture of

the bird with oil on it). These pictures can be found at the end of

this lesson plan.

6. Next, the teacher will show students the book Oliver and the Oil

Spill, by Aruna Chandrasekhar.

7. The teacher will guide students in a picture walk of the book, and

ask students to predict what they think is going to happen in the

book.

8. Then, the teacher reads aloud Oliver and the Oil Spill.

9. After listening to the story, students will write in their reflection

journals, answering the following questions, which the teacher will

write on the board:

a. How does this information make you feel?

b. What is something new that you learned from Oliver and

the Oil Spill?

c. How is this alike or different from what is currently

happening to birds in the Gulf Coast region?

d. How does this story help you to understand what can and should be done to protect the gulf and even your

own communities natural resources?

Assessment Paper Plate Models, Reflective Journal Entry, Student Voice in

Discussions

A Pelican Before…

A Pelican After…

Gulf Coast Oil Spill – Lesson #4

Grade: 2

Subject: Energy and Environment

Goals and

Objectives Reading Goal 2: The learner will develop and apply strategies and skills to comprehend test that is read, heard, and viewed. *Objective 2.01b: Read and comprehend text appropriate for

grade two by making predictions.

Goal 2: The learner will make connections through the use of oral language, written language, and media and technology. *Objective 3.01: Use personal experience and knowledge to

interpret written and oral messages.

Making connections:

Text to self

Text to world

Science Goal 1: The learner will conduct investigations and build an understanding of animal life cycles. Objective 1.01: Describe the life cycle of animals including:

Birth. Developing into an adult. Reproducing. Aging and death.

Writing Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. *Objective 2.02: Use text for a variety of functions, including

literary, informational, and practical.

*Objective 2.06: Recall main idea, facts, and details from a text.

Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. *Objective 3.02: Connect and compare information within and

across selections to experience and knowledge.

EQ How does the Gulf Coast Oil Spill affect marine life?

Vocabulary Marine, simulate

Steps Teacher will present the bird paper plate activity. This activity will

engage the students understanding of how the marine life is affected by

oil.

**Directions for making a paper plate bird:

a. Gather the following materials: paper plates, markers,

crayons, paint, feathers, scrap paper, glue, and scissors.

b. First, have students to color or paint the back side of the

paper plate.

c. Then, fold the paper plate in half, with the colored side

facing out.

d. Next, have students to glue a few feathers on each side of

the plate to serve as the bird’s wings.

e. Also, have students to glue 1-3 feathers on one end of the

folded paper plate, to serve as the bird’s tail.

f. Now, the body of the bird is complete.

g. The last step is for the students to use some scrap paper to

make a beak, eyes, and any other special details that they

would like for their birds to have.

**Please note that the idea and directions for the paper

plate bird where taken from:

http://familycrafts.about.com/od/feathers/a/pplatebird.htm

Example of Paper Plate Bird:

h. Teacher will simulate oil by splattering black paint on

students completed paper bird plate activities.

i. Students will then have to figure out resources to use to

clean off their paper birds.

Assessment Paper bird plates

Gulf Coast Oil Spill – Lesson #5

Grade: 2

Subject: Energy and Environment

Goals and

Objectives Reading Goal 2: The learner will develop and apply strategies and skills to comprehend test that is read, heard, and viewed. *Objective 2.01b: Read and comprehend text

appropriate for grade two by making predictions.

Goal 2: The learner will make connections through the use of oral language, written language, and media and technology. *Objective 3.01: Use personal experience and

knowledge to interpret written and oral messages.

Making connections:

Text to self

Text to world

Math

Goal 1: The learner will read, write, model and compute with whole numbers through 999. Objective 1.01: Develop number sense for whole

numbers through 999

a. Connect model, number word, and number using

a variety of representations

b. Read and write numerals

c. Compare and order

d. Rename

e. Estimate

f. Use a variety of models to build understanding of

place value (ones, tens, hundreds).

Objective 1.03: Create, model, and solve problems

that involve addition, subtraction, equal grouping,

and division into halves, thirds, fourths (record in

fraction form).

Objective 1.04: Develop fluency with multi-digit

addition and subtraction through 999 using multiple

strategies

a. Strategies for adding and subtracting numbers

b. Estimation of sums and differences in

appropriate situations

c. Relationships between operations

Goal 4: The learner will understand and use data and simple probability concepts. Objective 4.01: Collect, organize, describe and

display data using Venn diagrams(three sets) and

pictographs where symbols represent multiple

units (2’s, 5’s,10’s).

EQ How does the Gulf Coast Oil Spill affect marine life?

Vocabulary Marine, simulate, population, decrease

Steps 1. Teacher will introduce the story “Oil Spill” by Melvin

Berger.

2. Teacher will lead students with a picture walk and have

students making predictions of what the story will be

about.

3. Teacher will read aloud and discuss the story “Oil Spill,”

while stopping throughout the story to measure student

comprehension.

4. When book is complete, teacher will ask the question:

How do you think the Golf Coast oil spill has affected

the marine life population?

5. Teacher will use the circle map (thinking map) to

organize student responses.

6. Teacher will present current data of the impact of the

Gulf Oil spill on marine life.

7. Teacher will model how to organize this data in both a

pictograph and bar graph.

8. Teacher will present new data and complete pictograph

and bar graph as a guided practice activity.

9. Students will independently complete pictograph and bar

graph.

Assessment Pictograph, bar graph

Gulf Coast Oil Spill – Lesson #6

Grade: 2

Subject: Energy and Environment

Goals and

Objectives Social Studies

Goal 1: The learner will identify and exhibit qualities of responsible citizenship in the classroom, school, and other social environments. Objective 1.04: Identify responsible courses of

action in given situations and assess the

consequences of irresponsible behavior.

Goal 2: The learner will evaluate relationships between people and their governments. Objective 2.05: Identify examples of responsible

citizen participation in society and social environments.

Goal 5: The learner will understand the relationship between people and geography in various communities. Objective 5.01: Define geography and use

geographic terms to describe landforms, bodies of

water, weather and climate EQ How are we responsible for helping in the Gulf Coast Oil

Spill cleanup? How can we meet a genuine need in the Golf

Coast region?

Vocabulary River, map, area, responsible

Steps 1. Teacher will fill a large container with water to

represent the ocean.

2. Each student will walk by the “ocean” and throw one

piece of clean trash into it.

3. As each student throws his/her trash into the ocean,

he/she will say “it’s only one thing.”

4. After all students have completed this process, the

teacher will have students look at the ocean and pose

the question” Is it really only one thing?”

5. Students will see “how only one thing adds up to a lot of

trash”

6. Teacher will then put colored cooking oil into the “ocean”

for the children to visualize the disaster in the Gulf.

7. Students will discuss who was responsible for keeping

the ocean clean and why it is so important for it to

remain clean of pollutants.

8. In small groups, students will research needs in the

region from pre-selected websites and report their

findings to the class.

9. Teacher will lead a discussion and record the students'

suggestions in a circle map.

Possible suggestions can be found in the service activities

portion of the unit plan.

10. In reflective journals students will identify and provide

rationale for one or two service learning activities to

help in the Gulf Coast Oil Spill Disaster.

11. Teacher will guide the students into a consensus about

one or two service activities they could initiate.

Assessment Reflective journal, classroom discussion